+ FPE 5121 Introduction to Education in Aotearoa, New Zealand I bethlehem Tertiaryinstitute ASSESSMENT TASK 1: Model and statement (a) Three dimensional model or wall hanging: Create in readiness for display in a primary school setting, a three dimensional model or wall hanging that demonstrates the interrelationship of the vision, principles, values, key competencies and learning areas, of the New Zealand curriculum document. (b) Statement: Write a 1000-1500 word statement that captures your understanding of the nature of the NZ Curriculum with reference to its philosophical commitments, curriculum models and way of organising knowledge. DUE DATE: 11 April, 2014 WEIGHTING: 60 % LEARNING INTENTION: 2, 3 (Model or wall hanging 20%, Statement 40%)of a ah /; He, STUDENT NAME: “Ff cone) ean Aemegery |B cateatiy E oe 1 Fail 1 = THREE OTMENSIONAT700E. WALL Ha f Visual representation of | Visual Visual ‘isval Visual the modeliwall hanging | representation of the | representation of the | representation of the | representation of asit relates to theNZ | model/wall hanging | modetlivall hanging | modelwall hanging _ | the model/wall Curriculum displays the key displays the key | displays most of the | hanging attempts components of the | components of the | key components of | to display the NZ Curriculum and | NZ Curriculum and | the NZCurriculum | key components effectively adequately and demonstrates at | of the NZ demonstrates the | demonstrates the | an elementary level | Curriculum but interrelationship interrelationship the interrelationship | does not between them between ther between them demonstrate the ¢ o interrelationship g i between them Originality of design | Originality of design | Originality of design | Originally of design | Leck of maich including match of including match of | including match of | including match of | between components fo content | components to | components to ‘components to ‘components and content displays high | content displays | content is adequate | content. Very levels of imaginative | imaginative thinking | for the given task _| litle imagination & | thinking | ea shown in design features Durability of Construction is Construction is Construction is Construction is ‘construction and sound, durable and | sound, durable and _| reasonably durable _| lacking in Suitability for display in | highly suitable for ‘suitable for display in | and suitable for durability and not | aschool setting display in a school | most schoo! settings | display in some suitable for = | setting school settings display in a 2 school setting | STATEMENT ‘Relationships between | Clear understanding | Clear understanding | Some understanding | No attempt mace the model/wall hanging | of the relationship | of the relationship | of the relationship | at discussing the ‘and the curriculum between the between the between the relationship document are clearly | modelWwall hanging | modetiWvall hanging | model/wall hanging | between the identified and discussed | and the NZ and the NZ and the NZ modelwall Curriculum is Curriculum is Curriculum is hanging and the yz. | discussed in erty discussed discussed at a NZ Curriculum superficial level is vill Links to theoretical Key links to Links to theoretical | Some attempt made | No attempt made underpinnings and theoretical Underpinnings and | to identify and link | to acknowledge Philosophy of NZ underpinnings and | philosophy of NZ _| theoretical theoretical curriculum are evident | philosophy of NZ_—_| curriculum are underpinnings and | underpinnings organisational offectiveness logically organised with well-constructed paragraphs which organised with well- constructed paragraphs includin organised, but paragraphs are not well-constructed or y and appropriate curriculum are evident philosophy of NZ__| and philosophy of evident and curriculum within the | NZ curriculum appropriately overall statement | within the overall integrated within the, statement statement fe [ g | | Format of statement and | Information is Information is Information is The information appears to be disorganised. &_| are skitfully tinked. bridging sentences¥ | linked. Correct mechanics and | Submitted materials | Submitted material s | Submitted material | Submited referencing grammatical, with | grammatical, with | includes few material includes correct spelling, few spelling, grammatical, significant punctuation and | punctuation and spelling, punctuation | grammatical, referencing. | referencing errors. | and referencing —_| spelling, | errors, punctuation and referencing eifors. | bebe, wp peal, “tele Withee a ~~ ah Tlennot criimet OT Bl ee Ke